Research On The Employment Of Teachers In The Implementation Of The Policy Of Job Rotation

Rejuvenating the country must first strengthen the teacher."Job Rotation" policy requires teachers in the compulsory education stage to compete for employment,aiming at promoting the orderly flow of teachers and the optimal allocation of teacher resources at the county level,which is a significant reform of the teacher personnel system.The successful completion of the teacher employment plays a very important role in ensuring the smooth implementation on of the policy of "Job Rotation",which is conducive to the effective governance of the teacher team,thereby promoting the national education management system and ability in the field of modernization.As one of the pilot areas,N City actively responded to the national call and launched the "Job Rotation" teacher management system reform in 2018.In this study,the author starts from the perspective of the employment of teachers under the background of teacher mobility,takes N city as a regional case and takes teachers who participate in the compulsory education stage of the"Job Rotation" policy as the research object,adopts the mixed research paradigm of combining quantitative and qualitative research,collects texts,questionnaires interviews and other materials,truly shows the implementation status of the employment of teachers and investigates the entire process of teacher employment.The research found that the employment conditions of teachers in N City closely followed the national guidance,and the assessment standards highlighted the construction of teachers’ethics.The leadership attaches importance to the establishment of effective mechanisms,the initial results of teacher posts have been achieved,and the normal mechanism of benign flow of teachers in primary and secondary schools has been initially established.At the same time,the reform process also revealed some problems that need to be solved urgently.Second,the principal leadership is weak,only passive implementation of policy.Third,the assessment standards for teacher competition are vague,job analysis is not in place,and the assessment plan does not reflect the school’s characteristics.First of all,pre-employment information is not transparent,which is reflected in teachers’ insufficient understanding of job hiring information and low participation in formulating job competition details;Secondly,the assessment standards for teacher recruitment are unclear,which is manifested in the lack of secondary indicators in general and lack of secondary indicators for competition evaluation,and the single evaluation method only uses quantitative forms.Finally,the recruitment results of teachers are unfair,reflecting that teachers are less satisfied with the results of competition assessment,and the rights and interests of teachers of special groups have not been fully protected,and the results of employment have deviated from the policy intentions.The reasons are as follows:First,the assessment plan of teacher competition is not perfect,such as vague evaluation standards,inadequate job analysis,and the evaluation plan does not reflect the school’s characteristics.Secondly,there is a lack of systematic school internal governance.For example,the principal has a low leadership level,only passively implements policies,the information of teachers’ employment is not symmetrical,the disclosure is not in place,and the teachers lack initiative and strong resistance.The third is that the rights and interests of teachers are not guaranteed,the assessment results lack communication and feedback,and there is a lack of effective supervision.Based on this,the study puts forward the following policy recommendations:First,it is necessary to publicize the significance of the policy and improve the evaluation program of teacher competition,such as establishing a mechanism for disclosing teacher job appointment information,and dynamically adjusting the evaluation plan for teachers’competitive employment.Second,improve the leadership level of principals and optimize school governance.For example,define the role of principals,clarify the power boundary,integrate into school culture according to school conditions,extensively invite teachers to participate in the whole process of job recruitment,safeguard the rights and interests of teachers,improve their benefits.Third,improve the supervision mechanism of teachers’employment by effectively strengthening internal and external supervision.